A Classroom Change – “What Would You Do?” Programmed
I. Rationale
In the past, school-wide discipline programmes to tended to be reactive than proactive wherein the target is to act in response of student misbehavior. These actions are often associated with punishment-based strategies which are proven ineffective in the long run due to inconsistence in implementation and which are also employed minus positive reinforcement. Early interventions therefore are critical wherein introduction, modeling and strengthening of positive social behaviors on an ongoing basis would be the key. It is important, further, for the academic institutions to teach behavioral expectations in which appropriate behaviour is the norm. The Research Development and Statistics (RDS) describes antisocial behaviour as a broad range of offensive or distressing behaviors in four typologies: misuse of public space, disregard for community/personal wellbeing, acts directed at people and environmental damage. A fact, however, is that there are behaviors that do not fall under these typologies, implicating that children engage in many forms of antisocial behaviour ( 2008).
Interestingly, the wealth of behaviour research focuses on the involvement of young people in committing antisocial behaviors and which could be transitioned to more serious offending later on with their lives. Such claim was supported by the studies conducted by (1993) and (1996). The authors found out that these antisocial behaviors have developmental characteristics from childhood and are evident in several different patterns of antisocial behaviour. Adolescent limited and life-course persistent antisocial behaviors are these two categories. In the first category, these are the antisocial behaviors which is approximately displayed by one quarter of the population which also rarely continues to adulthood whereas in the second these are the antisocial behaviors which starts during childhood and continues into adulthood. Life-course persistent antisocial behaviors, however, are only evident on six percent of the population.
Moreover, the patterns of antisocial behaviour are founded on child-based characteristics with which relates to development of antisocial behaviour. Four among these characteristics are difficult temperament or negative emotionality, social withdrawal or shyness, empathy and/or prosocial behaviour and hyperactivity. Disruptive and difficult children aged 3 to 4 are more likely to be delinquent when they reach the age of 10 or 11. Likewise, temper tantrums at a younger age could lead to disruptive behaviors which could continue to predict adult convictions. Same goes with children who lack empathy who could end up doing aggressive activities and violent offences. Those children who possess low levels of shyness are more likely to be impulsive when they reach puberty. Hyperactivity and inattention and antisocial behaviors have associations as well with young boys diagnosed with Attention-Deficit-Hyperactivity Disorder at the highest risk of committing persistent delinquencies (as cited in , 2008).
Inevitable in a classroom which caters to male students that a teacher could witness acts of teasing, taunting, bullying, harassment and fighting inside and outside the classrooms. It is of my best belief that at this early age, these behaviors must be eliminate before it can result to higher degrees of antisocial activities. That is why I am presenting in this paper a classroom change which I entitled the “What Would You Do?” programmed. This programme is an offshoot of a Christian motto which is ‘What would Jesus do?.’ Considering the different religions inside a classroom, the motto will be given a twist and will include much of the participation of the students. The mechanics are simple wherein the students will be given the task to make their own bracelets with written words on it. Instead of the word Jesus, the name of the student’s heroes, role models or people who have positive influences on their lives will be the replacement. The students will wear these bracelets inside and outside the classroom to remind them of what the people, the names they put on their bracelets, would do if they happen to come across a specific situation.
II. Positive Social Behaviors
In creating positive school environment and culture, it is critical that discipline be advanced by systems of support which include proactive strategies of defining, teaching and supporting appropriate student behaviors. As such, school-wide discipline shall be manifested in a continuum of positive behaviour support in both classroom and non-classroom settings. According to the Technical Assistance Center on Positive Behavioral Interventions and Supports, behaviorally-based systems approach could enhance the competence of schools, home and communities in designing effective environments where teaching and learning occurs. In simpler terms, positive social support improves personal, health, recreation and social existence of the children in such a way that problem behaviour are made less effective, efficient and relevant while making desired behaviour more functional.
As the National Association of School Psychologists (2002) puts it, good social skills are critical to successful life functioning as it enables an individual to know what to appropriately react, make good choices and behave in diverse situations. Apparently, affirmative social characteristics can influence academic performance, behaviour, social and family relationships and student involvement. These social skills are hence linked with the quality of the school environment and school safety. Positive social skills are basically acquired through everyday interactions, making the reinforcement of casual learning important for both educators and parents. Essential on this matter is the fact that children hoist behaviors all the time at different places which could be detrimental to their social development. Social learning then is no longer a responsibility of the parents but the educators as well.
Social responsibilities of school are more particularly true today towards the initiative to maintain positive school environment and reducing school violence. The acquisition of a gamut of social skills is directly related on the social choices of students which could strengthen their interpersonal relationships especially in schools. Hence, the consequences of good social skills are positive and safe school environment and child resiliency, and also providing avenue for students to contribute and take personal responsibility for promoting school safety. Poor social skills, on the other hand, impacts students on the following basis: difficulties in interpersonal relationships, highly negative responses leading to peer rejection and eventually school violence, signs of depression, aggression or anxiety, poor academic performance and higher incidence of involvement in the criminal justice system in the long run.
Social skills are categorized into survival, interpersonal, problem-solving and conflict resolution, which are also regarded as the basis of intervention. Survival skills are the techniques that the students may utilize in order to survive a rather unpleasant situation. Examples of these skills are listening, following directions, ignoring distractions, nice or brave talking and rewarding oneself.
III. Methodology
Structured Observation
Social Skills Audit
IV. Implementation
V. Problems and Issues Relating to the “What Would You Do?” Programme
VI. Perceived Outcomes of the Change Programme
VII. Conclusions and Recommendations
Credit:ivythesis.typepad.com
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